Read like the Wind!
Growing Independence and Fluency
Rationale: In order for students to become fluent readers, they must learn to recognize words effortlessly. The purpose of this lesson is to teach students to read faster and more fluently by providing practice with pseudo words, reading, and rereading books.
-Kite Day at
-Check list for Assessment (time for one minute read, how many words correct, and what are they struggling with)
A.) "Today we are all going to read like the wind! That means we are going to read fast and smooth! We are on our way to becoming fluent readers! But how? To become a fluent reader we must learn how to decode and blend words. Remember, fluent readers do not know every word they are going to read."
B.) "Let's review what happens when we come to a word we do not know. Who can tell me the first step? Good, start with the vowel sound, add the beginning sound to it, and then the end. What else can we do? Good, we can read the rest of the sentence to see if the word makes sense."
C.) "I am going to read a sentence to you two ways. (Kat wishes she had a sister.) I am going to say it slowly this time. Kaaat wiiishes sheee haaad aaa siiisster. Now, I am going to read it fast and fluent. Kat wishes she had a sister. Which way did you like my reading? Slow or fast? I think fast sounds so much better! Which one sounded like I was reading like the wind?"
D.) "Now, I want you and your partner, to read this sentence on the board to each other as many times as you can until I say stop. After a couple of times you should all be fluent readers with this sentence!” (Kat played hide and seek all alone). When students finish, we will read it all together. "
"I am going to read a book, and I want you to pay
very close attention and follow along in your book, because when I
are going to read it too! Who has seen a kite flying in the
Has anyone ever flown a kite themselves? In this book, it is kite
Have student's pair up with a partner, and find a
place on the floor to read to each other. Remind them to read like the
wind! "When you are finished reading this book twice to your
and your partner reads to you twice, you may choose another book from
library to practice reading fluently. Remember, if there are more
two words on a page that you don’t know, you might need to choose
Partners you will help decide if they need to choose another
Allow time for students to accomplish these goals.
Assessment: Have each student come to teacher's desk and have him or her read for one minute from the book out loud. Have a checklist to record their smoothness, speed, and fluency. Checklist will consist of: How many words in a minute--one minute read, How many words correct (accuracy), Words they are struggling with.
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Gina Thomas: Quick as a Mouse